https://lshss.pubs.asha.org/article.aspx?articleid=1749175An Argument for the Use of a Recorded Speaker in the Administration of a Speech-in-Noise TestThis study examined the speaker-induced variability in an auditory perceptual test. Normal-speaking graduate students in speech-language pathology and audiology recorded List 1 of the PBK word list. The recordings were mixed with white noise at a signal-to-noise ratio of 0 dB and played to a group of normal-hearing college students ...1979-04-01T00:00:00Research ArticleGerard L. Kupperman

Research Article | April 01, 1979

An Argument for the Use of a Recorded Speaker in the Administration of a Speech-in-Noise Test

Gerard L. Kupperman is assistant professor, Arnold House, Department of Communication Disorders, University of Massachusetts-Amherst, Amherst, Massachusetts 01003. Requests for reprints may be sent to him there. Roy W. Gengel is associate professor in the Department of Communication Disorders of the University of Massachusetts-Amherst.

Gerard L. Kupperman is assistant professor, Arnold House, Department of Communication Disorders, University of Massachusetts-Amherst, Amherst, Massachusetts 01003. Requests for reprints may be sent to him there. Roy W. Gengel is associate professor in the Department of Communication Disorders of the University of Massachusetts-Amherst.×

Kupperman, G. L. & Gengel, R. W. (1979). An Argument for the Use of a Recorded Speaker in the Administration of a Speech-in-Noise Test. Lang Speech Hear Serv Sch, 10(2), 120-125. doi: 10.1044/0161-1461.1002.120.

This study examined the speaker-induced variability in an auditory perceptual test. Normal-speaking graduate students in speech-language pathology and audiology recorded List 1 of the PBK word list. The recordings were mixed with white noise at a signal-to-noise ratio of 0 dB and played to a group of normal-hearing college students and a group of normal-hearing junior high school students. Significant differences based on speaker variability were obtained. These differences could lead to misinterpretations of test results and inaccurate assessment of a child’s auditory perceptual abilities.

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